THE CARDINAL WISEMAN CATHOLIC SCHOOL – SIXTH FORM SEF September 2014

Context: The Cardinal Wiseman Sixth Form is a mixed and all inclusive Sixth Form with 402 pupils on roll. There has been a steady rise in pupil numbers
over the last three years with strong retention from Y11. The last two years, in particular, have seen a rise of external students from
neighbouring schools. Since the last inspection, the personnel, systems and structures have been reviewed extensively and the Sixth Form has
moved into its own purpose built Sixth Form centre with improved resources and facilities. The provision for post 16 is varied and offers Level 3
Academic qualifications in a range of AS/A Level subjects as well as vocational courses in the form of Extended Diplomas. On average 95% of our
Y13 pupils progress into higher education with greater uptake of Russell Group universities. Achievement has improved significantly over the
years and 2014 outcomes show a ‘very good’ ALPS Value Added score. The APS per entry at A Level is above local and national averages and one
of the highest grades (B-) in the borough of Ealing. In order to reduce variation across departments, rigorous action plans are in place. Subject
specifications, schemes of work and assessments will need to be reviewed in light of changes from September 2015 so that students are fully
prepared for linear exams.

Achievement: 2 Strengths: Areas for Continued Development:

 Achievement at KS5 is considerably above national and local averages.
 100% of entries were graded A* - E at A Level (98%), A*-A at 20%
(26%) A* - B at 54% (52%) and A* - C at 88% (76%). National figures
are in brackets. The percentage of entries at A* to A exceeded targets:
There were 14 A* grades compared to the target of 6 and there were
75 A grades compared to the target of 45.
 The Average Point Score (APS) per entry was 227 (B-), above Ealing’s
APS per entry of 223 and significantly above the national average of
215
 The success and retention rate at A Level was above target and the
achievement rate was .5 away from target
 The vocational APS per entry was significantly above target with an
APS per entry of 208 (M+) against the target of 184 (M-)
 Students who achieved A Level grades AAB in at least 2 and 3
facilitating subjects met their targets
 The overall ALPS measurement for A Level has increased from a grade
5 to a 4 – a judgment of ‘very good’. This indicates better than
 Although a number of subjects have improved their value
added scores at A Level, there are rigorous action plans
for Psychology, Law and Geography. Through weekly line
management meetings, learning walks, observations,
review of assessments and support for teaching and
learning we are confident that outcomes in these areas
will improve next year
 Continue to monitor the gap between key groups,
particularly Ever6, SEN and gender differences
 Continue to develop robust systems to ensure
assessments and predictions are more closely aligned at
AS Level
 Develop greater consistency in challenging and stretching
the most able students in KS5
 Focus on the ‘middle band’ of students by ensuring
effective differentiation is in place
 Systematically measure the impact of interventions –
 average overall performance compared with performances in the
benchmark
 Our 1 year VA score for 2014 is 3.67 – an ALPS grade 3. This indicates
excellent overall performance in 2014, comparable to the top 25% in
the benchmark
 The ‘Red Teaching and Learning Indicator’ shows that a high
percentage of students attended classes where there were excellent
outcomes. The RTL% grade is 3. This indicates an excellent level of
overall performance.
 The number of departments that achieved excellent/outstanding VA
scores has increased to 11 from 7 last year. There were noticeable
improvements in Biology, Chemistry, Politics, Maths, Further Maths
and Religious Studies
 The improvements are particularly pleasing in Science following an
SLT support programme and robust action plans. Both Drama and
Media, where there were extensive SLT action plans in place
continued to show upward movement in their value added results.
 Girls perform better than boys in line with local and national data. In
terms of significant groups, there was an improvement in the
performance of Asian students, a group who underachieved last year
and Statemented students exceeded their target in 2014. FSM/Ever6
(21 students) achieved an APS per entry of 215.
Teaching: 1 Strengths:
 Teaching in the Sixth Form has improved over time as evidenced in
higher VA scores and a rise in the APS per entry and average grade
 The percentage of lessons judged good and outstanding in 2013/14
was 97%. 31 out of 37 Sixth Form lessons seen were judged to be
outstanding (84%)
 A rigorous SLT coaching system and curriculum support programme
has been successful this year, with a focus on teaching in subjects
which had previously underperformed e.g. Media, Biology, Chemistry,
Physics and Drama
 SLT Line Management is rigorous in monitoring T&L standards across
curriculum areas and matching these to formative and summative
through the work of the Academic Support Assistant and
through regular liaison with the KS5 TLR holders
 Introduce ‘Academic Board’ meetings with staff, parents
and pupils where individual targets are set and monitored
regularly
 Continue to provide ALPS bespoke training and generate
half-termly VA scores for all subjects
 Ensure that new assessment grades every half term are
related to exam specifications
Areas for Continued Development:
 An in depth review of assessment practices has been
undertaken in underperforming subjects. Detailed
action plans are in place for Psychology and
Geography
 An emphasis on increased rigour in Line Management
systems to strengthen the validity of progress data
and assessments
 Increased focus on developing T&L strategies to
continue to narrow the gap in achievement of
significant groups, in particular SEN, gender and
Ever6 students
 assessments
 The Sixth Form curriculum team regularly shares good practice and all
staff have attended appropriate INSET on ‘Effective Teaching and
Learning at KS5’
 The Director of Sixth Form meets TLR holders every half term to
review teaching practices and intervention programmes
 Formative assessments have become more systematic at A Level so
that predictions are more reliable
Behaviour & Strengths:
 Evidence from pupil, parent and staff surveys suggest that majority of
Safety: 1 stakeholders believe behaviour in class and around school is
outstanding
 Attitudes to learning are excellent and underpinned by high
expectations as evidenced in lesson observations and learning walks
 Sixth Form student council views state that students feel safe and
valued
 All Y12 and Y13 students have ID cards that activate the main security
gates of the school
 Both social areas for Y12 and Y13 are supervised. Pupils have
registered study periods which are also monitored
 Heads of Year have clearly defined pastoral responsibilities and work
effectively with external agencies to support students
 Attendance is very good, averaging above 95% for both year groups
 Through the enrichment programme, sessions have been delivered on
personal safety, e-safety and substance misuse
 A successful buddying system across Y12 and Y13 has led to greater
collaboration between pupils
 A strong prefect system and mentor programme help to raise self
esteem and community engagement
 An effective referral system ensures clear communication between
departments and Sixth Form team.
 Continue to develop effective teaching and learning
strategies in order to drive rigour, consistency and
high expectations across all departments, particularly
with AfL, marking, and feedback
 Monitor the impact of subject interventions and
target setting for individual students through
‘Academic Board’ meetings with pupils, parents and
staff
 Prepare for new content and delivery of phase 1
subjects at A Level. Build in revision/strong
assessment practices for linear exams
Areas for Continued Development:
 Ensure consistency in routines over ID cards
 Continue to develop the mentoring programme at
KS5 and use Y12 students to help with transition
issues in Y11
 Develop the role of the student council further so
that regular feedback is provided
 Expectations for new social areas from October 2014
to be clearly outlined
 Develop consistent use of SIMS behaviour and
achievement points system
Leadership & Strengths: Areas for Continued Development:
 The Director of Sixth Form has a clear vision for raising standards and  Increased rigour in Line Management systems to
Management: 1 pursuing academic excellence. Along with SLT and middle leaders, strengthen the validity of progress data, assessment
there is a strong focus on improving outcomes and this is evidenced and exam preparation particularly at AS and with new
through SEFs, Growth Plans and higher attainment. A Levels
 The School Improvement Partner (Ealing principal Advisor 11-19)  Continue to focus on eliminating ‘blue’ departments
judged the Leadership and Management of the Sixth Form to be so that value added is consistent across all subject
outstanding 2013-14. areas.
 High expectations and outstanding teaching and learning practices  Cost analysis/ review current timetable provision to
ensure that pupils achieve very well in the Sixth Form seek increased flexibility/creativity in providing
 The Director of Sixth Form coaches team leaders so that noticeable greater choice and personalisation through a 2 week
advances are made in pupil progress TT for 2015/16
 The Director of Sixth Form has provided effective and ongoing training  Careful monitoring and review of Department led
and support for new Heads of Year which has seen greater stability training initiative within/across departments
within the last two years  Successfully plan and prepare for the new A Levels
 Tracking of students against targets has improved considerably over from September 2015.
the years and the use of SISRA Analytics and ALPs spreadsheets have  Work closely with SLT to review provision at A Level
helped to identify students for intervention and support and ensure students are on appropriate courses
 The Director of Sixth Form is part of the Ealing Post 16 network and based on their ability level
greater collaboration and data sharing over the last two years has led  Investigate the need for a ‘Sixth Form’ governor
to joint initiatives with regards to UCAS and disseminating best
practice
 The 16-19 bursary is administered in line with the agreed Borough
policy and provides essential financial support to those in need
 The introduction of a UCAS and Enrichment Advisor has seen a much
more personalised programme in place with high quality careers
guidance.
 Through the school’s faith ethos, the RMD programme for all students
actively and comprehensively promotes Christian values and develops
a respect/understanding of other faiths, as the school seeks to
develop engaged and active citizens
 The Director of Sixth Form reports to the Governors Curriculum
Committee as well as participating in the scrutiny of applications on
the Admissions panel. Governors are knowledgeable about all post 16
issues and are fully engaged in setting the strategic direction of the
 school as well monitoring progress at KS5

Overall Since the last inspection, the Sixth Form has successfully managed a myriad of changes with improved outcomes. The restructuring
of the team along with access to new facilities has meant a relentless focus on meeting aspirational ALPS targets and providing a
Effectiveness
strong, disciplined and supportive environment for students to flourish in.